scholarly journals Students’ Motivation and Preferences toward Native and Non-native English Speaking Teachers

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
High School ◽  
Junior High School ◽  
Mixed Method ◽  
Junior High ◽  
Influential Factor ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

There is a notion that teachers are one of important factors which motivate students to learn English. The present study aims to investigate students’ motivation in learning English with Native English Speaking Teachers (NEST) and Non-native English Speaking Teachers (NNEST) and whether the students are more motivated to learn English with NEST or NNEST. Furthermore, this study examines students’ preferences regarding NEST and NNEST. To obtain the findings, mixed method research was conducted. A set of questionnaires were distributed to thirty students in a private junior high school in Bekasi, Indonesia whereas semi-structured interviews were conducted to two students of same school. The findings show that teacher is an influential factor that motivates students to learn English. Although the respondents are more motivated to learn English from NEST, they do not have certain preferences regarding NEST and NNEST as both teachers help the respondents to learn English in different ways. The findings reveal that NEST are considered better in vocabulary teaching while NNEST teach grammar better.

scholarly journals STUDENTS’ MOTIVATION AND PREFERENCES TOWARD NATIVE AND NON-NATIVE ENGLISH SPEAKING TEACHERS

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
High School ◽  
Junior High School ◽  
Mixed Method ◽  
Junior High ◽  
Influential Factor ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

There is a notion that teachers are one of important factors which motivate students to learn English. The present study aims to investigate students’ motivation in learning English with Native English Speaking Teachers (NEST) and Non-native English Speaking Teachers (NNEST) and whether the students are more motivated to learn English with NEST or NNEST. Furthermore, this study examines students’ preferences regarding NEST and NNEST. To obtain the findings, mixed method research was conducted. A set of questionnaires were distributed to thirty students in a private junior high school in Bekasi, Indonesia whereas semi-structured interviews were conducted to two students of same school. The findings show that teacher is an influential factor that motivates students to learn English. Although the respondents are more motivated to learn English from NEST, they do not have certain preferences regarding NEST and NNEST as both teachers help the respondents to learn English in different ways. The findings reveal that NEST are considered better in vocabulary teaching while NNEST teach grammar better.

scholarly journals Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar

2020 ◽  
Vol 10 (1) ◽  
pp. 49
Author(s):  
Merav Badash ◽  
Efrat Harel ◽  
Rivi Carmel ◽  
Tina Waldman
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Self Report ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Teaching Grammar

This study investigated English as Foreign Language (EFL) teachers' beliefs, perceptions and declared practices of teaching grammar within a communicative language teaching (CLT) framework. Participants included 221 EFL teachers, who were teaching during the years 2013-2018 in different grades and schools throughout Israel. Participants were graduates of teacher training programs in colleges and universities and included Non-Native English Speaking Teachers (NNEST) and Native English Speaking Teachers (NEST).An on-line, self-report survey designed specifically for this study contained three closed questions and two open-ended questions. One-way ANOVA statistics, and mean scores of all the responses were performed on the quantitative data.  Qualitative data were grouped, analyzed, and coded.Results show a discrepancy between EFL teachers' perceptions and declared practices of teaching grammar in classrooms. Results further reveal significant differences between NEST and NNEST teachers, as well as differences between teachers who teach in different grades (elementary school, junior high school and high school). Moreover, 'vocabulary' and 'speaking' were ranked of highest importance (58% and 55%, respectively), whereas 'writing' and 'grammar' were considered least important (24%). These findings have valuable implications for teachers and teacher education regarding teaching grammar in context and using contextualized activities.

scholarly journals The Students’ Attitudes towards the NESTs versus NNESTs and their Impacts on the Students’ Motivations to Learn English Language at KAU

2021 ◽  
pp. 1-35
Author(s):  
Haneen Saad Al Muabdi
Keyword(s):  
Second Language Acquisition ◽  
Mixed Method ◽  
English Language ◽  
Efl Learners ◽  
King Abdulaziz University ◽  
English Speaking ◽  
Native English Speaking ◽  
Students Attitudes ◽  
Native English Speaking Teachers ◽  
The Impact

Motivation is one of the crucial aspects of second language acquisition. Students’ motivation can be influenced by their teachers. The present study aims to investigate the impact of the two types of teachers on EFL learners’ motivations to learn English. These are NESTs (Native English-speaking teachers) and NNESTs (native English-speaking teachers). Hence, it examines learners’ attitudes and perceptions towards the two types of teachers. This study employed a mixed method by distributing a questionnaire contains quantitative and qualitative tools. It consists of twenty items of Likert scales and two open-ended questions. The present study subjects are 31 female students at King Abdulaziz University in Jeddah, Saudi Arabia. The results of the study demonstrate that learners have a positive attitude toward NESTs and NNESTs. Despite that, the tendency to learn with NNESTs is higher than NESTs. The findings also show that both types of teachers motivate students to learn English. Moreover, it suggests that the methodology and teachers’ personalities are more important than the teachers’ nativeness.

scholarly journals ‘It Depends’: A qualitative study on how adolescent students explain bystander intervention and non-intervention in bullying situations

2018 ◽  
Vol 39 (4) ◽  
pp. 400-415 ◽  
Author(s):  
Robert Thornberg ◽  
Lena Landgren ◽  
Erika Wiman
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Bullying ◽  
Junior High School Students ◽  
Victim Blame ◽  
Structured Interviews ◽  
School Students ◽  
Adolescent Students

The aim of the current study was to examine how junior high school students interpret, motivate, and explain various bystander behaviors in bullying situations. The participants were 17 junior high school students recruited from four schools in Sweden. Semi-structured interviews were conducted and analysed with grounded theory methods. The analysis generated a conceptual model of bystander interpreting–considering process in school bullying. A core category named ‘it depends’ was developed to explain how the participants in the study motivated their own and their peers’ actions as bystanders in various bullying situations. Whether they intervened or not depended on how they interpreted the situation in terms of: (a) seriousness of the situation, including trivialization; (b) social relationships with the involved; (c) locus of responsibility, including displacement of responsibility, and victim blame; (d) social status; (e) perception of risk; and (f) defender self-efficacy. The implications of these results for bullying prevention and intervention efforts are discussed.

“Smile!”: Emotion Performance as a Strategy for Belonging in Junior High School

2020 ◽  
pp. 074355842096711
Author(s):  
Erin Feinauer Whiting
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Religious Affiliation ◽  
Male Students ◽  
Mixed Method Research ◽  
Student Voices ◽  
School Students ◽  
Chi Square ◽  
Fitting In

This mixed-method research explores how students (ages 12–15) describe dispositional qualities for belonging and fitting in one junior high school. Inductive coding of open-ended responses about perceptions of belonging in school shows candor about the emotional performances and management of emotions for belonging at school. Recommendations for being authentic, nice, and friendly emerged as relevant for belonging. Findings suggest that students perform niceness and friendliness to conform to emotion norms while seeking to retain authenticity. Smiling in particular was referenced as a way to perform niceness and friendliness. Chi-square and binomial logistic regression analyses add context to how advice categories were distributed across status groups at the school. Students who speak a language other than English at home, or with minority religious affiliation were more likely to report a need for authenticity. Female as compared with male students were more likely to suggest each of the three dispositions for belonging in the school. The emotional work of students is noteworthy wherein there are potential sanctions for those not considered nice, or nice enough, and this work augments existing research on school belonging to add the often-missing student voices to enhance the corpus of research about belonging in adolescence.

scholarly journals Teacher Views of Teaching English through English (TETE) in Japanese Junior High Schools: Findings from the Inside

2020 ◽  
Vol 44 (6) ◽  
pp. 35
Author(s):  
Nathaniel Reed
Keyword(s):  
High Schools ◽  
Junior High ◽  
Junior High Schools ◽  
Ministry Of Education ◽  
Teaching English ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher ◽  
Native English Speaking Teachers ◽  
Level Of Understanding

This study investigates teacher perspectives on a recent directive from the Japanese Ministry of Education (MEXT), which states that “lessons should be given in English at junior high schools (JHSs), in principle, according to the level of understanding of students” (MEXT, 2014, p. 4). I am a native English-speaking teacher (NEST) and taught with twelve Japanese national non-native English-speaking teachers (NNEST) in two Niigata-based junior high schools throughout the 2017 to 2018 academic year. In one of the schools I spoke only English (whilst teaching and outside of class), and in the other school I spoke the students’ L1s (Japanese and Spanish), and English (students’ L2). My classroom experiences are discussed through reflective practice. Data from questionnaires and interviews indicate NNESTs’ perceptions of the study and opinions of teaching English through English (TETE). I finally discuss challenges that the TETE experience presented to my teaching and suggest ways to overcome them. 本論は、文部科学省（MEXT）の「生徒の理解の程度に応じて、中学校では授業は英語で行うことを基本とする」（MEXT, 2014: 4）という近年の方針に対する教員側からの受け止め方について調査したものである。英語母語話者の教員（NEST）である筆者は、2017-2018年度に非英語母語話者の日本人英語教員（NNEST）12名とともに新潟県の中学校2校において英語を指導した。実験群の学校ではNESTは指導中に英語のみを話し、統制群の学校では生徒の母語である日本語及びスペイン語（L1）と英語（L2）で話した。教室におけるNESTの体験について振り返りを基に議論された。本研究に対するNNESTの受け止め方や、英語を英語で指導した授業（TETE）に関する意見はアンケートおよびインタビューによって収集された。本論は、英語を英語で教えることの課題や、それを克服する方法について論じている。

scholarly journals DEALING WITH STUDENTS’ RETICENCE IN SPEAKING ACTIVITY IN EFL CLASSROOM

2019 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Jenal Aripin ◽  
Amalul Umam
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching Strategy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Structured Interviews ◽  
Higher Order Thinking Skills ◽  
English Speaking ◽  
English Classroom ◽  
Planning Action

Speaking is an activity in an English classroom in which students must integrate not only higher order thinking skills but also confidence. As a result, it can be problematic for students because they feel shy or reticent. This study aimed at finding out the cause of students’ reluctance in speaking activities. The study was framed by using classroom action research in which 2 cycles were employed. Each cycle consisted of four stages: planning, action, evaluation, and reflection. There were 40 students in the 7th grade of junior high school in Bogor as the participants of the study. The data was collected through documentation, observation, and semi-structured interviews. The results showed that the causes of students' reluctance in speaking class were shy, lazy, afraid and ignorance. Giving more students’ talk time as a teaching strategy in English speaking activity can be done to reduce students’ reticence.

scholarly journals Promoting students' speaking spontaneity through games

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Diyah Rofa Abdulah
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Academic English ◽  
West Java ◽  
Descriptive Research ◽  
Research Findings ◽  
English Speaking

This paper reports on speaking spontaneity. Having ability to speak spontaneously is a plus point and measuring the success of students to get high grades in the schools. Unfortunately, not everyone can speak spontaneously. Promoting students’ speaking spontaneity through games in teaching academic English speaking to students who are learning english as a foreign language in a junior high school, West Java, Indonesia is very important. The objective of this research is to find out what games that teacher used to promote students’ speaking spontaneity and to know the students’ responses through the implemented games. This research was conducted qualitatively by employing the method of descriptive research. The study was conducted towards students in IX graders at a Junior High School of Tasikmalaya. The researcher collected the data by using observation and questionnaire. From the research findings, it can be concluded that the teacher used five games, such as Bingo Game, Stars Game, Dorr Game, Jumping Game, and Line Game to promote students’ speaking spontaneity and the students’ response towards the implemented game chose the Stars Game as the most interested game among the others because of the use of realia such as stars in learning process.

scholarly journals Improving Students' Speaking Skill through Snowball Throwing Technique (STT) at Indonesian Junior High School

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Delmus Puneri Salim ◽  
Fadhlan Saini ◽  
Farmi Paputungan
Keyword(s):  
High School ◽  
Action Research ◽  
Junior High School ◽  
Learning Process ◽  
Mixed Method ◽  
Junior High ◽  
Qualitative Design ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean

This research is a Classroom Action Research (CAR).  It aimed at improving students’ speaking skill of the 7th grade at SMP N 1 Kotabunan East Bolaang Mongondow through the snowball throwing technique. The subjects of this research were 31 students consisted of 21 girls and 10 boys. But, only 25 students who attended the classroom. In this research, the researchers used mixed method (quantitative and qualitative design). To collect the data, the researchers utilized by using tests and observation. The researchers conducted the tests by asking the questions that related to the lessons that students had previously learnt.  Meanwhile, observation was accomplished in order to observe qualitatively about the students’ learning process by the technique. The results showed that, in the first cycle, the mean score was 39.84 with percentage of students who passed the test was 52%. While in the second cycle, the mean score of post-test was 72.16 with the percentage of students who passed the test was 100%. According to the observation in the first cycle, it revealed that students could not carry out the technique properly and some students were not good in speaking such as having bad grammar and pronunciation. Furthermore, the researchers used the papers to construct as a ball in conducting the snowball throwing technique. In the second cycle, it indicated that the students were going better by carrying out the following technique. Based on the indication of the result, it can be said that there was an improvement of students’ speaking skill through snowball throwing technique of the 7th grade at SMP N 1 Kotabunan East Bolang Mongondow.

Sign in / Sign up

Export Citation Format

Share Document